Carleton University Fall 2006 Department of Political Science PSCI 4206A / 5100F Indigenous Politics of Nor America Tuesday, 18:05 20:55 C665 Loeb Instructor: Kristina Maud Bergeron Office: B646 Loeb Office Hours: Tuesday, 15:00 18:00 or by appointment Phone: (613) 520-2600 x1598 (no voicemail); 613-482-9310 Email: kbergero@connect.carleton.ca -------------------------------------------------------------------------------------------------------------------- Course description The course examines e situation of Indigenous peoples in Canada, e United States, and Mexico. The emphasis will be put on e evolution of e political context affecting aboriginal peoples in ese ree countries since European colonization, and on eir political action. The socio-economic and cultural conditions of Indigenous peoples in Nor America will also be discussed. The seminar will give particular attention to contemporary issues, struggles, and conflicts relating to e indigenous world. Objectives: 1. Familiarize students wi e different historical stages of Indian policy in Canada, e United States, and Mexico. 2. Review e socio-economic and cultural conditions of Indigenous peoples in Nor America. 3. Introduce students to Indigenous peoples political mobilization and intervention in local, national, and international/global spheres. 4. Discuss how studying politics and Indigenous peoples influences our understanding of some of e core notions in political science, including citizenship, rights, society, or e role of government. Texts Required readings for each class will be left one week in advance in e Political Science Resource Room, C666 Loeb, open from 8:30 to 16:15, Monday to Friday. See e schedule below for details. Evaluation For 4206 Participation 15% Crisis or news item presentation 5% Test (November 7, 2006) 20% Presentation term paper 10% Term paper 50% 1
For 5100 Participation 15% Supplementary reading presentation and short essay 5% Test (November 7, 2006) 20% Presentation term paper 10% Term paper 50% Examinations A test will take place on November 7 during e first part of e seminar (20% of e final grade). It will evaluate students understanding of e material seen on Canada, e United States and Mexico and eir capacity to synesize it. In addition to a short essay, a few questions calling for short answers (a few sentences) will be part of e test. Term Work Each undergraduate student will be asked to present during 5 to 7 minutes a crisis (from e past or e present) or a question recently in e news involving Indigenous peoples in Nor America. As much as possible, e subject should be in relation wi e eme of e week, e.g. Wounded Knee when e eme is e United States, or indigenous participation at WIPO during e last session of e organization when e eme is intellectual property rights. It is not necessary to prepare a written paper on e issue presented. The presentation should include an explanation of e situation, e actions of e Indigenous people involved, e action of e state or of e opponent (if any), and what e situation teaches us about Indigenous peoples and politics in e student s opinion (5%). Each graduate student will be asked to present during 5 to 10 minutes a supplementary reading (book, article, or report), as much as possible in relation wi e subject of e week. Literary works will be accepted. The presentation should briefly mention e subject and arguments (or points of view) of e reading, and include e oughts of e student provoked by e reading. A short essay (5 pages maximum) will be handed to e instructor at e time of e presentation (please include e article, short story, or report if it is not in e bibliography of e course or if it is not available online) (5%). The order of presentation will be decided at e beginning of e semester, and e students should announce to eir classmates e selected subject one week in advance. The term paper for e seminar will be made in teams of 2 or 3. Graduate students are encouraged to work togeer. Students who wish to work alone should see e instructor to explain eir situation (full-time job, children, high-level sports competition ). The term paper is wor 50% of e final grade. The term paper will be individually graded, i.e. students are responsible to identify which parts of e paper ey have researched and written. Topics will us be subdivided into more specific issues for each student to look at. The collective term paper must still be presented as a relatively cohesive work, wi a short introduction and conclusion. Each undergraduate student should write 10 to 15 pages; graduate students should write 15 pages minimum. The term paper will be presented to e seminar group during e two last weeks (or e ree last weeks) and each presentation should last 20 to 30 minutes, depending on e number of team members, and will be followed by questions and comments from e group. This presentation is wor 10% and will be evaluated individually. Taking into account e comments and questions of oer students and of e instructor, term papers should be handed in 2 weeks after e presentation. (Precise arrangements to be 2
determined for ose presenting during e 2 last weeks.) Meetings should be reduced to a minimum, to decide on a topic, subdivide it, share findings, and prepare e presentation. The term paper should comprise an in dep analysis of a particular topic, some comparison points from at least one of e two oer countries if it is focussed on only one, and a discussion on how is analysis questions core issues of political science, e.g. citizenship, democracy, sovereignty, e rights of citizens, patriotism or nationalism, e role of government, etc. Possible topics include: Indigenous people(s) and justice system(s), heal, education, poverty; Indigenous peoples participation to parliaments and institutions; e situation of Indigenous women; e situation of urban Aboriginal peoples; a particular period of history, mobilization, negotiation, or agreement; oer specific cultural or economic issues. Each team will submit a short proposal (1-2 pages) at e four seminar on October 3. It will include e team members, e specific topic, e core issue(s) questioned (maximum 1 per team member), and an initial bibliography. Oer forms of evaluation Participation (wor 15%) will be evaluated on e contribution to e active learning of e group and on attendance of e seminar. Students should come prepared to class, wi questions or comments on e readings. They should be attentive to classmates' presentations and participate in discussions. Discussions are to better understand e readings and put em in relation wi e material seen during e course. Criticism should only follow when we have a good understanding of what e auor is arguing. For each seminar wi assigned readings, students must come to class wi a one page document summarizing e readings in eir own words (4 sentences maximum for each reading) and listing 3 or 4 questions, issues or comments at merit some discussion. The goal of is document is to start e analysis of e readings and to provide a basis for e discussion. The discussion will be started by one randomly chosen student who can begin e discussion by sharing its summary and asking oer students to complete it or transform it. Two copies of e document should be made, as one will be collected by e instructor at e beginning of each class. There are 9 discussions scheduled. Half a point will be given for each of ese documents, for a total of 4 points (you are excused for one week if you advise e instructor by email in advance). One point will be given for participating in e discussion in all seminars (including students presentations) except e first one. Here are a few suggestions to contribute to discussions: provide examples, ask oers for examples, restate what someone said to ensure you and oers understood, synesize or summarize a part of e discussion, confront someone whom you ink is wrong, initiate a topic or a question, help or encourage oers in e group. Oer issues A medical note or oer official document is needed if a student is not present when his/her presentation is scheduled. It will be rescheduled. Late papers will be penalized one grade point per day, i.e. a B+ paper becomes a B. Do not expect immediate answer to email queries. 3
Schedule (preliminary) September 12 Overview of e course Studying Indigenous politics September 19 Canada From e Royal Proclamation of 1783 to e White Paper of 1969 The Indian Act Miller, J.R. (2000) Skyscrapers hide e heavens A history of Indian-White relations in Canada. Toronto: University of Toronto Press. Chapter 13. Frideres, James S. and René R. Gadacz (2005) Aboriginal peoples in Canada. 7 ed. Toronto: Pearson Education Canada. Chapter 2 and 7. Cairns, Alan C. (2000) Citizens Plus: aboriginal peoples and e Canadian state. Vancouver: UBC Press. Chapter 2. September 26 Canada Constitutional negotiations The Royal Commission on Aboriginal Peoples Contemporary organizations Miller, J.R. (2000) Skyscrapers hide e heavens A history of Indian-White relations in Canada. Toronto: University of Toronto Press. Chapter 14-15. Frideres, James S. and René R. Gadacz (2005) Aboriginal peoples in Canada. 7 ed. Toronto: Pearson Education Canada. Chapter 8-9. October 3 Canada Land claims and self-government Nunavut The James Bay Crees Proposal for term paper due Frideres, James S. and René R. Gadacz (2005) Aboriginal peoples in Canada. 7 ed. Toronto: Pearson Education Canada. Chapter 10. *Rynard, Paul (2000) Welcome in, but check your rights at e door : The James Bay and Nisga a agreements in Canada. Canadian Journal of Political Science 33 (2, June): 211-243. Wall, Denis (2000) Aboriginal self-government in Canada: The cases of Nunavut and e nd Alberta Métis Settlements. In Visions of e heart: Canadian aboriginal issues, 2 ed., ed. David Long and Olive Patricia Dickason: 143-165. Montréal: Harcourt. October 10 United States A short history of American Indian policy 4
nd Pevar, Stephen L. (1992) The rights of Indians and tribes. 2 ed. Carbondale and Edwardsville: Souern Illinois University Press. Chapter 1-4-5-6-7. Chaudhuri, Joyotpaul (1985) American Indian policy: An overview. In American Indian policy in e twentie century, ed. Vine Deloria, Jr.: 15-33. Norman : University of Oklahoma Press. Nelson, Robert A. and Joseph F. Sheley (1985) Bureau of Indian Affairs influence on Indian self-determination. In American Indian policy in e twentie century, ed. Vine Deloria, Jr.: 177-196. Norman : University of Oklahoma Press. Deloria, Vine, Jr. (1985) The evolution of federal Indian policy making. In American Indian policy in e twentie century, ed. Vine Deloria, Jr.: 239-256. Norman : University of Oklahoma Press. October 17 United States Recent history Contemporary issues Cornell, Stephen (1988) The return of e Native American Indian political resurgence. New York: Oxford University Press. Chapter 12-13. Wilkins, David E. (2002) American Indian politics and e American political system. Lanham (Maryland): Rowman & Littlefield. Chapter 5: Indigenous Governments: Past, Present, and Future. October 24 Mexico Indianismo and indigenismo Esteva, Gustavo (2000) The Revolution of e new commons. In Aboriginal rights and selfgovernment: The Canadian and Mexican experience in Nor American perspective, eds. Curtis Cook and Juan D. Lindau: 186-217. Montréal and Kingston: McGill-Queen s University Press. Stavenhagen, Rodolfo (2000) Indigenous movements and politics in Mexico and Latin America. In Aboriginal rights and self-government: The Canadian and Mexican experience in Nor American perspective, eds. Curtis Cook and Juan D. Lindau: 72-97. Montréal and Kingston: McGill-Queen s University Press. st October 31 Mexico and 1 eme: international processes The case of Chiapas and EZLN United Nations Organization of American States Arctic Council Mattiace, Shannan L. (2003) To see wi two eyes Peasant activism and Indian autonomy in Chiapas, Mexico. Albuquerque: University of New Mexico Press. Chapter 3 and Vignette 2. Wilmer, Franke (1993) The indigenous voice in world politics. Newbury Park: Sage. Chapter 6. Niezen, Ronald (2003) The origins of indigenism Human rights and e politics of identity. Berkeley: University of California Press. Chapter 2. 5
November 7 Fisheries Forestry Mining Oil and gas nd Test and 2 eme: natural resources management Weitzner, Viviane (2006) Dealing full force : Lutsel K e Dene First Nation s experience negotiating wi mining companies. Ottawa: e Nor-Sou Institute. PDF available at: http://www.nsi-ins.ca/english/research/progress/39.asp White, Jerry P., Paul Maxim and Nicholas Spence (2004) Permission to develop Aboriginal treaties, case law and regulations. Toronto: Thompson Educational. Chapter 4. November 14 rd 3 eme: traditional knowledge and intellectual property rights 4 eme (to be decided in October in function of topics selected by students) or students presentations Dutfield, Graham (2005) Legal and Economic Aspects of Traditional Knowledge. In International public goods and transfer of technology under a globalized intellectual property regime, eds. Kei E. Maskus and Jerome H. Reichman: 495-520. New York: Cambridge University Press. Cottier, Thomas and Marion Panizzon (2005) Legal Perspectives on Traditional Knowledge: The Case for Intellectual Property Protection. In International public goods and transfer of technology under a globalized intellectual property regime, eds. Kei E. Maskus and Jerome H. Reichman: 565-594. New York: Cambridge University Press. *McGregor, Deborah (2004) Coming Full Circle: Indigenous Knowledge, Environment, and Our Future, American Indian Quarterly 28 (3&4, summer/fall): 385-410. November 21 November 28 Students presentations Students presentations * indicates at e article can be found online. Bibliography Asch, Michael (ed.) (1997) Aboriginal and treaty rights in Canada: essays on law, equity, and respect for difference. Vancouver: UBC Press. Asch, Michael (1984) Home and native land: aboriginal rights and e Canadian constitution. Toronto: Meuen. Boldt, Menno (1993) Surviving as Indians: e challenge of self-government. Toronto: University of Toronto Press. 6
*Boldt, Menno and J. Anony Long (1984) Tribal traditions and European-Western political ideologies: e dilemma of Canada's Native Indians. Canadian Journal of Political Science 17 (3, September): 537-553. Boldt, Menno, J. Anony Long, and Leroy Little Bear (eds.) (1985) The Quest for justice: aboriginal peoples and aboriginal rights. Toronto: University of Toronto Press. Burguete Cal Y Mayor, Aracely (ed.) (2000) Indigenous autonomy in Mexico. Copenhagen: IWGIA. (Document no. 94). Cairns, Alan C. (2005) First nations and e Canadian state : in search of coexistence. Kingston: Institute of Intergovernmental Relations, Queen s University. Elliott, David W. (2005) Law and aboriginal peoples in Canada. 5 ed. Concord: Captus Press. (Canadian Legal Studies Series). Flanagan, Tom. (2000) First nations? Second oughts. Montreal and Kingston: McGill- Queen s University Press. Fleras, Augie and Jean Leonard Elliott (1992) The nations wiin : aboriginal-state relations in Canada, e United States, and New Zealand. Toronto: Oxford University Press. Franks, C.E.S. (2000) Indian policy: Canada and e United States compared. In Aboriginal rights and self-government: The Canadian and Mexican experience in Nor American perspective, eds. Curtis Cook and Juan D. Lindau: 221-263. Montréal and Kingston: McGill- Queen s University Press. *Howlett, Michael (1994) Policy paradigms and policy change: lessons from e old and new Canadian policies toward aboriginal peoples. Policy Studies Journal 22 (4): 631-649. Little Bear, Leroy, Menno Boldt, and J. Anony Long (eds.) (1984) Paways to selfdetermination: Canadian Indians and e Canadian state. Toronto: University of Toronto Press. Long, J. Anony, Menno Boldt, and Leroy Little Bear (eds.) (1988) Governments in conflict? Provinces and Indian nations in Canada. Toronto: University of Toronto Press. Richards, John (2006) Creating choices: Reinking aboriginal policy. Toronto: C.D. Howe Institute. Rosier, Paul C. (2003) Native American issues. Westport (Connecticut): Greenwood Press. (Contemporary American enic issues). Royal Commission on Aboriginal Peoples (1996) Report. Ottawa: Royal Commission on Aboriginal Peoples. (5 volumes plus highlights). Russell, Dan (2000) A people s dream Aboriginal self-government in Canada. Vancouver: UBC Press. Salée, Daniel (1995) Identities in conflict : e aboriginal question and e politics of recognition in Quebec. Enic and racial studies 18 (2): 277-314. 7
Steckley, John L. and Bryan L. Cummins (2001) Full circle: Canada s First Nations. Toronto: Prentice Hall. Tennant, Paul (1990) Aboriginal peoples and politics: e Indian land question in British Columbia 1849-1989. Vancouver: University of British Columbia Press. Sturtevant, William C. (gen. ed.) (1978) Handbook of Nor American Indians. Washington: Smisonian Institution. (20 volumes). Weaver, Sally W. (1990) A new paradigm in Canadian Indian policy for e 1990s. Canadian Enic Studies 22 (3): 8-18. Young, Oran R. (1992) Arctic politics: conflict and cooperation in e circumpolar Nor. Hanover: University Press of New England. Academic Accommodations For Students wi Disabilities: Students wi disabilities requiring academic accommodations in is course are encouraged to contact e Paul Menton Centre (PMC) for Students wi Disabilities (500 University Centre) to complete e necessary forms. After registering wi e PMC, make an appointment to meet wi e instructor in order to discuss your needs at least two weeks before e first in-class test or CUTV midterm exam. This will allow for sufficient time to process your request. Please note e following deadlines for submitting completed forms to e PMC for formally scheduled exam accommodations: November 6, 2006 for fall and fall/winter term courses, and March 9, 2007 for winter term courses. For Religious Observance: Students requesting accommodation for religious observances should apply in writing to eir instructor for alternate dates and/or means of satisfying academic requirements. Such requests should be made during e first two weeks of class, or as soon as possible after e need for accommodation is known to exist, but no later an two weeks before e compulsory academic event. Accommodation is to be worked out directly and on an individual basis between e student and e instructor(s) involved. Instructors will make accommodations in a way at avoids academic disadvantage to e student. Instructors and students may contact an Equity Services Advisor for assistance (www.carleton.ca/equity). For Pregnancy: Pregnant students requiring academic accommodations are encouraged to contact an Equity Advisor in Equity Services to complete a letter of accommodation. Then, make an appointment to discuss your needs wi e instructor at least two weeks prior to e first academic event in which it is anticipated e accommodation will be required. Plagiarism: The Undergraduate Calendar defines plagiarism as: "to use and pass off as one's own idea or product, work of anoer wiout expressly giving credit to anoer." The Graduate Calendar states at plagiarism has occurred when a student eier: (a) directly copies anoer's work wiout acknowledgment; or (b) closely paraphrases e equivalent of a short paragraph or more wiout acknowledgment; or (c) borrows, wiout acknowledgment, any ideas in a clear and recognizable form in such a way as to present em as e student's own ought, where such ideas, if ey were e student's own would contribute to e merit of his or her own work. Instructors who suspect plagiarism are required to submit e paper and supporting documentation to e Departmental Chair who will refer e case to e Dean. It is not permitted to hand in e same assignment to two or more courses. The Department's Style Guide is available at: www.carleton.ca/polisci/undergrad/styleguide.pdf Oral Examination: At e discretion of e instructor, students may be required to pass a brief oral examination on research papers and essays. Submission and Return of Term Work: Papers must be handed directly to e instructor and will not be datestamped in e departmental office. Late assignments may be submitted to e drop box in e corridor outside B640 Loeb. Assignments will be retrieved every business day at 4 p.m., stamped wi at day's date, and en distributed to e instructor. For essays not returned in class please attach a stamped, self-addressed envelope if you wish to have your assignment returned by mail. Please note at assignments sent via fax or email will not be accepted. Final exams are intended solely for e purpose of evaluation and will not be returned. 8
Approval of final grades: Standing in a course is determined by e course instructor subject to e approval of e Faculty Dean. This means at grades submitted by an instructor may be subject to revision. No grades are final until ey have been approved by e Dean. Course Requirements: Students must fulfill all course requirements in order to achieve a passing grade. Failure to hand in any assignment will result in a grade of F. Failure to write e final exam will result in a grade of ABS. FND (Failure B No Deferred) is assigned when a student's performance is so poor during e term at ey cannot pass e course even wi 100% on e final examination. In such cases, instructors may use is notation on e Final Grade Report to indicate at a student has already failed e course due to inadequate term work and should not be permitted access to a deferral of e examination. Deferred final exams are available ONLY if e student is in good standing in e course. Connect Email Accounts: The Department of Political Science strongly encourages students to sign up for a campus email account. Important course and University information will be distributed via e Connect email system. See http://connect.carleton.ca for instructions on how to set up your account. 9